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Effectiveness impact of journal clubs in medicine

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The purpose of this study was to evaluate the effectiveness, convenience and utility of the novel practice of a student led internet-based journal club which connects students and faculty from different campuses and clinical sites to facilitate discussion of journal articles.

Journal clubs were presented to live local and distance audiences via Wimba ClassroomTM technology. After formal presentations, there was discussion period where questions were posed via different modalities. The presentation was recorded for participants to view at their convenience if unable to attend live presentation.

After each session participants were invited by email to complete an anonymous, voluntary, online questionnaire to evaluate their perceptions of the experience. A total of 47 student surveys were completed.

  • University of British Columbia case study;
  • As I remember it, there was not really a conceptual frame work with which to evaluate studies;
  • Evidence suggests that mindfulness meditation can reduce experienced stress and negative emotions.

A majority of participants agreed that internetbased journal club met the learning objectives 85. The most commonly identified barrier was ease of technology use. The novel use of a synchronous internetbased journal club demonstrated its effectiveness, convenience and utility as an alternative, and possibly a replacement, to conventional student led journal clubs in pharmacy school curriculums.

The first journal club is speculated to have occurred at St. Journal clubs have become widely used in many health professional curriculums including nursing, medical, and pharmacy education [ 2 ].

The Accreditation Council effectiveness impact of journal clubs in medicine Pharmacy Education ACPE highlighted the importance of literature evaluation and research design skills in their accreditation standard and guidelines for doctor of pharmacy degree.

Without contention, journal clubs are a method that assists in the achievement of these objectives. Honey and Baker conducted a systematic review of articles published on journal clubs between 1999 and 2009. This study established that APPE students believed journal club helped improve their understanding of statistics, study design, and relevance to patient care as well as their presentation skills [ 67 ].

Journal clubs are widely used in doctorate of pharmacy curriculums. Thus, journal club plays an important role in pharmacy education relative to the practice of evidence-based medicine. Rationale and Effectiveness impact of journal clubs in medicine Conventional journal clubs are presented face-to-face, typically with a limited audience.

The small audience is anecdotally a product of the size of the pharmacy department and limited ability for pharmacists to step away from pharmacy responsibilities to attend journal club presentations. These authors feel a small journal club audience is problematic as expertise is limited which results in limited discussion and potentially limits enhancement of evidence based medicine skills for student participants.

Technology advances in the area of videoconferencing may serve as a solution to small audiences. While the study provides support for an internet-based journal club, this study only reported preceptor perspectives, student perspectives were not assessed. Furthermore, journal clubs conducted in this study were not student led. Building off of these findings in an effort to improve attendance and learning outcomes for student journal clubs, an internet-based classroom was created and utilized for student led journal clubs.

  • Patients were called twice a week and if they reported ARI symptoms they received a laboratory evaluation within three days of onset;
  • The two pharmacy faculty participants reported that internet-based journal club was an effective way of evaluating student critical literature evaluation skills;
  • At some level, for example, every community acquired pneumonia is the same, requiring a beta-lactam and a macrolide as initial empiric therapy, and every community acquire pneumonia is different, depending on allergies, exposure risks etc;
  • Student audience members agreed that internet-based journal club increased their interactions with fellow students.

This paper will discuss a series of live internet-based student journal clubs presented synchronously to multiple distance locations.

Furthermore, we will present perceptions of students evaluated by survey. Methods This pharmacy school has a satellite campus approximately 120 miles away from the main effectiveness impact of journal clubs in medicine.

The satellite campus enrolls about 28 PharmD students in each academic year, while the primary campus enrolls approximately 100 students. Third professional year students are enrolled in a longitudinal clinical introductory pharmacy practice experience IPPE that provides 160 hours of patient care experiences over 2 semesters.

The IPPE runs simultaneously with the capstone therapeutics course, Pharmacotherapy, and a semester long Evidenced Based Medicine course conducted in the spring semester. There are no requirements on the number of journal clubs that IPPE students are required to complete.

The structure of journal club presentations is dependent upon preceptor and facility. The traditional method of presentation is in a small group setting with a combination of APPE students, pharmacy preceptors, and in some instances, pharmacy residents. Wimba ClassroomTM is a real-time virtual classroom environment designed for distance education and collaboration in a content area within the LMS.

It supports audio, video, chat, desktop sharing, and whiteboard application allowing faculty to hold live online classes, office hours, guest lectures, and meetings in the LMS. A Wimba ClassroomTM was created specifically for the purpose of holding live internet-based journal club presentations. Journal Club Structure Over a two-week period of time, four 1-hour journal club sessions were scheduled to be presented.

During each session twoto- three journal articles were presented synchronously to a live local audience and live distance audiences via the Wimba ClassroomTM technology.

After a 10-15 minute presentation of each article, a 10 minute discussion period ensued. Questions and discussion occurred via different modalities including verbally from the live audience, verbally by microphone from distance audiences through the internet, and by type-written chat submitted via the internet classroom chat feature.

  • There seems to be a whole industry built around treating patients with no risks for Lyme but have positive tests of doubtful provenance;
  • Stress is always a tricky one in the practice of medicine;
  • Stress is always a tricky one in the practice of medicine;
  • Moreover, faculty members responded favorably to the ability to interact with students and faculty from distance locations that conventional journal clubs do not allow.

The recorded session was then made available online within the LMS for those participants who were unable to join live, to view at their convenience. Participants who viewed the recorded presentation were also invited to complete the survey.

Survey questions assessed were the following: The study was deemed exempt by the institutional review board. In terms of practice site, the majority of subjects participated from a community hospital 59. Most subjects participated from their clinical practice site 78.

Connecting library workers and information professionals interested in journal clubs

It is also noteworthy that 68. Participants In this study, all subjects who partook in the study and completed the survey were classified as participants and answered the preset questions. The vast majority of participants agreed that internet-based journal club met the learning objectives 85.

When participants compared their journal club experiences, 61. The majority of questions answered by audience members regarded their interactions with students from different campuses. Figures 5 and 6 illustrate audience responses. Discussion The survey responses demonstrate that a series of internet-based student journal clubs presented synchronously to multiple distance locations achieved the same objectives as conventional journal clubs but overcame the barriers associated with conventional journal clubs which led to an enhanced journal club experience for all participants.

Participants demonstrated this by acknowledging the achievement of learning objectives as well as the advantage of enhanced discussion. Moreover, all participants believed the internet classroom provided the unique opportunity to easily attend journal club discussions. This is an important consideration as traditional journal clubs limit participation to those physically present at the site of the presentation.

Therefore, not only does internet-based journal club increase access to journal club participation, but it also allows for increased clinical perspectives relative to new medical literature effectiveness impact of journal clubs in medicine to the increase in access.

Journal Club

The two pharmacy faculty participants reported that internet-based journal club was an effective way of evaluating student critical literature evaluation skills.

Moreover, faculty members responded favorably to the ability to interact with students and faculty from distance locations that conventional journal clubs do not allow. Student audience members agreed that internet-based effectiveness impact of journal clubs in medicine club increased their interactions with fellow students. Likewise, students enjoyed having the opportunity to watch and learn from other students.

This advantage was also specifically seen for IPPE students who were exposed earlier to the journal club format, aiding their understanding the purpose and requirements of journal clubs. The most common cited barrier to the successful implementation of internet-based journal club was use of the technology. Despite the majority of participants having used WimbaTM technology previously, many participants noted that they had difficulty logging in the first time as well as asking questions.

However, after the first session the problems with technology dissipated suggesting that increased use improved familiarity and understanding of the technology. Another common barrier was the time of the journal club, 11: This is a problem of both internetbased and conventional journal clubs; however, our study helped minimize this barrier by recording the journal club and allowing the participants to watch it at a later time.

The most prominent advantage noted by participants were the greater number of participants in the audience leading to a more diverse and comprehensive discussion.

Another benefit observed was the early exposure of IPPE students to journal club presentations. Lastly, the ability to interact with other students and preceptors was cited as a major advantage of internet-based journal club by participants. Despite the mentioned limitations, we were able to demonstrate that internet-based, student led journal clubs presented synchronously to local and distance audiences is an effective means of achieving the learning objectives of conventional journal clubs while achieving increased attendance and enhanced discussion.

These initial findings support further and wide application of the software with the involvement of more subjects to provide more robust evidence. With favorable perceptions from students and faculty, internet-based journal clubs are a viable alternative, if not replacement to conventional journal clubs in experiential education.